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that the num­ber of years of teach­ing ex­pe­ri­ence should be clearly de­fined. Vikash Swarup, a hu­man­i­ties scholar at Al­la­habad Univer­sity, says, “Be­fore the no­ti­fi­ca­tion, it was up to the univer­sity to con­sider the time spent by ju­nior re­search fellows in tak­ing classes as work ex­pe­ri­ence. There is still con­fu­sion about how many years of re­search work or teach­ing will be con­sid­ered for PhD or jobs.”

MM An­sari, for­mer mem­ber, UGC, says, “As teach­ing and re­search are closely re­lated and have sig­nif­i­cant bear­ing on qual­ity of education, the to­tal work ex­pe­ri­ence as teacher or re­searcher is counted for de­ter­min­ing el­i­gi­bil­ity of an as­pi­rant. I can’t un­der­stand why the need has arisen for is­su­ing such a clar­i­fi­ca­tion when the is­sue has been re­solved in aca­demic cir­cles.” Some Western coun­tries re­quire a PhD for fac­ulty roles. As a part of the doc­toral education train­ing, some pro­grammes in the US of­fer teach­ing as­sist­ant­ships, which give stu­dents a chance to gain teach­ing ex­pe­ri­ence. Rahul Choudaha, prin­ci­pal re­searcher at DrE­d­u­ca­tion, US-based global higher education re­search firm, says, “How­ever, the fo­cus of PhD pro­grammes con­tinue to be re­search as com­pared to teach­ing. One of the cri­tiques of PhD education is that it is not nec­es­sar­ily a pre­dic­tor of good teach­ing skills. The in­cen­tives for fac­ulty is to get more pub­li­ca­tions rather than more teach­ing ex­pe­ri­ence. There are few ex­am­ples of how par­al­lel sce­nario du­ra­tion of PhD pro­gramme is to be counted as teach­ing ex­pe­ri­ence.”

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